In an attempt to review and, if necessary, update the curriculum, a study investigated the prevalence of problem-solving and design approaches in the teaching of woodworking courses in secondary schools in Zimbabwe. Woodworking classes in forms one and three were studied in an urban secondary school where woodworking is taught up to form four and whose student population is 2,000. The data were collected through questionnaires administered to 5 teachers and 202 students, interviews, lesson observation, and document analysis. The following findings were among those reported: (1) the students, especially in form one, indicated they had very limited autonomy in their practical work; and (2) teachers expected the students to consult with them before proceding to a new stage of work; (3) students, however, had some latitude. They evaluated the completed work; and were encouraged to think independently; (4) more form three students than form ones said they made mock-ups or models of their items; (5) form one students seemed to feel that their practical work was limited mostly to copying teachers' models or working drawings; and (6) students thought the time allowed for woodworking was sufficient, although four out of five teachers considered it insufficient. (The document includes 25 references and appendices containing the woodworking syllabus, questionnaire and interview forms, a sample examination, and statistical summaries of pupil responses.) (CML)